REIVEW AND FINALIZATION OF THE QUALITY SCHOOL IMPROVEMENT PLAN
Date: January 5, 2026
Time: 1:00 PM – 4:00 PM
Venue: Pandacaqui Resettlement ES – Khan Academy Room
Participants:
Maria Paulette D. Santiago – Teacher III
Maris Grace A. Carvajal-Pasamonte – Teacher III
Lovely Khay D. Sicat – Teacher II
Rodel A. Escolano – Head Teacher I
Evangelina S. Camiling – Principal IV
I. Objective
The Focus Group Discussion (FGD) was conducted to review, revise, and finalize the Quality
School Improvement Plan (QSIP) of the school, with Project FLAME identified as the flagship
program. The activity aimed to assess the current state of the school, validate data across priority
areas, strengthen the SWOT Analysis, and identify key challenges and appropriate programs to
ensure responsive, data-driven, and sustainable school improvement initiatives.
II. Agenda Areas ReviewedEnglish:
The FGD focused on the following key areas of school improvement:
1. High Performing Teachers
2. Learners’ Physical and Mental Well-being
3. Efficient and Supportive Governance Structure
4. High Quality Education
Each agenda area was discussed based on available school data, existing practices, and observed
needs.
III. Summary of Discussions
A. Review of the School’s Current State
Participants reviewed the school’s current condition using relevant data aligned with each agenda
area.
High Performing Teachers:
The school has committed and competent teachers who actively participate in
professional development activities. However, challenges were noted in sustaining
innovation, workload management, and continuous instructional improvement.
Learners’ Physical and Mental Well-being:
Learners generally show positive engagement in school activities. However, concerns
were raised regarding learners’ mental health, nutrition, attendance, and the need for
stronger psychosocial support mechanisms.
Efficient and Supportive Governance Structure:
Existing governance structures are functional, with active committees and stakeholder
participation. The need for clearer role delineation, improved coordination, and
strengthened monitoring systems was emphasized.
High Quality Education:
Learners demonstrate basic competencies, but data show gaps in higher-order thinking
skills and mastery of critical learning competencies, indicating the need for targeted
academic interventions.
B. Review, Revision, and Finalization of SWOT Analysis
The participants collaboratively reviewed and refined the SWOT Analysis for each agenda area:
Pandacaqui Resettlement, Mexico, Pampanga
Telephone Number: (045) 308-3438
E-mail Address: pres.mexicosouth2021@[Link]
Strengths were validated based on existing programs, teacher commitment, and stakeholder
support.
Weaknesses were clarified using actual performance data and classroom observations.
Opportunities included partnerships, capacity-building programs, and available support from
stakeholders and the community.
Threats were identified such as learner absenteeism, limited resources, and external factors
affecting learners’ well-being.
Revisions were made to ensure that the SWOT Analysis accurately reflects the school’s current
realities and priorities.
C. Identification of Key Challenges
Based on the reviewed data and SWOT Analysis, the following key challenges were identified:
Sustaining high teacher performance amid increasing demands
Addressing learners’ physical, emotional, and mental health needs
Strengthening governance systems for more efficient implementation and monitoring
Improving learners’ academic performance, particularly in critical and higher-order skills
D. Development of Programs and Interventions
In response to the identified challenges, the group developed and aligned programs under the
flagship initiative, Project FLAME, ensuring coherence with the QSIP goals. Suggested
programs focused on:
Teacher empowerment and continuous professional development
Learner support programs addressing health, wellness, and psychosocial needs
Strengthened leadership, collaboration, and accountability mechanisms
Academic interventions to improve quality of instruction and learner outcomes
These programs were refined to be data-driven, achievable, and sustainable, with clear
alignment to school priorities.
IV. Agreements and Action Points
Finalize the revised QSIP and SWOT Analysis incorporating all agreed revisions.
Adopt Project FLAME as the central framework for implementing school improvement initiatives.
Assign responsible persons and timelines for each identified program.
Ensure continuous monitoring and periodic evaluation of implemented strategies.
V. Conclusion
The FGD successfully provided a collaborative platform for reviewing and finalizing the Quality
School Improvement Plan. Through reflective discussion, data analysis, and shared decision-making,
the participants strengthened the alignment of school programs with identified needs. The adoption of
Project FLAME as the flagship program reinforces the school’s commitment to fostering high-
performing teachers, healthy and supported learners, effective governance, and high-quality
education.
Prepared by:
MARIS GRACE A. CARVAJAL-PASAMONTE
Teacher III
Noted by:
EVANGELINA S. CAMILING, Ed.D.
Principal IV
Pandacaqui Resettlement, Mexico, Pampanga
Telephone Number: (045) 308-3438
E-mail Address: pres.mexicosouth2021@[Link]